This analogue study investigated the relationship between the "therapeugenic" (Bloom & Trautt, 1978) factors of attitude similarity and expertness on perceived trustworthiness of a confederate counselor. Several investigators have demonstrated that attitude similarity is positively related to perceived attractiveness, likeability and competence of counselors (Good, 1975; Griffitt & Byrne, 1970; Trautt, Finer & Calisher, 1980). There has been mixed support, however, for the notion that counselors who are perceived as "expert" will positively impact the counseling relationship (Brischetto & Merluzzi, 1981; Kunin & Rodin, 1982; Strong & Schmidt, 1970). The present study expanded previous research by jointly manipulating attitude similarity and perceived expertness to allow for assessment of both independent and interactive effects. Fifty-one undergraduate students participated. Attitude similarity between "client" and "counselor" was manipulated by prescreening subjects with an attitude survey consisting of controversial topics (abortion, military spending, capital punishment, etc.). Subjects who scored in the extreme conservative or liberal range of the survey were randomly matched with a confederate counselor whose introductory biographical sketch depicted him or her as attitudinally similar or dissimilar to the subject as well as either relatively experienced/expert or inexperienced/nonexpert in the field. The Counselor Rating Form (CRF) (Lacrosse & Barak, 1976) was utilized to measure the subjects' perceptions of counselor trustworthiness. The mini-intake interview consisted of a 10-minute meeting between confederate counselor and subject. A set of questions were formulated to approximate topic areas covered in a clinical intake interview. Each subject was interviewed by a same-sex confederate counselor. Following informed consent procedures, subjects were read a brief biographical sketch of the counselor who would be interviewing them. This sketch contained aspects of education and experience as well as community/research activities and interests conveying both the degree of "expertness" and "attitude similarity". Immediately following the simulated interview, subjects completed the CRF. Prior to the data collection, a three-part pilot study assessed reliability and validity of the attitude survey instrument and of the interview procedures. Test-retest reliability of the attitude survey yielded an r=.94. Questions from the "mini-intake" interview were rated for level of personal intrusiveness to insure that all subjects would be asked the same proportion of personal questions during the 10-minute interview. Finally, the four biographical sketches were rated- on the expert/nonexpert, conservative/liberal attitude dimensions to check their validity as stimulus materials. A three-way ANOVA was performed with liberal/conservative, attitude similarity, and expertness as the independent factors and perceived trustworthiness as the dependent measure. No significant main effects were obtained. Similarly, the three-way interaction was not significant. A significant two-way interaction effect was demonstrated, however, between Liberalism/Conservatism and Expertness/Nonexpertness. Specifically, conservative subjects rated the nonexpert counselors significantly higher on trustworthiness than did the liberal subjects, while liberal and conservative subjects did not differ in trustworthiness ratings of expert counselors. Results were interpreted in terms of the conservative concept of individuality and nonintervention (Monaghan, 1984). Possible implications for the counseling setting were discussed.

The problem of this study was to determine the effects of student teaching upon student-centeredness and openmindedness.

This study develops the first measurement instrument designed to accompany the concept of competency basing in counselor training. In so doing, the study screens and validates a list of skills most essential to an effective counselor. The problem of this study is to develop and validate an instrument for the measurement of competencies of school counselors. The instrument developed and validated by this study is especially designed to delineate the specific skills which best represent the competencies necessary for a well-qualified counselor.

"The aim of the writer in making this study is not to set up new goals and propose new course content, but rather to re-interpret the old by rearranging emphases and attempting to interpret the old by rearranging emphases and attempting to discover some of the possible but little used means available to a camp director for pre-camp counselor training. The study will include wide reading in current and past literature in camping and allied fields, a crystallization of the writer's thoughts, and a suggestion of possible methods for achieving the objectives of a pre-camp counselor training program"--Introduction. / Typescript. / "April 30, 1948." / "Submitted to the Graduate Council of the Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: Katherine W. Montgomery, Professor Directing Paper. / Includes bibliographical references.

This is a qualitative research project that seeks to understand the meanings that Certified Alcohol and Drug Counselors (CADC's) have ascribed to their life experiences in relation to their choices about higher education. The participants are four Certified Alcohol and Drug Counselors in Oregon who have less than bachelor degrees. The research is based on a case study method of inquiry in which the participants discuss their life experiences and their thoughts about their educations during in-depth, semi-structured interviews. The findings are grouped into two themes that emerged from the data: The themes are: 1) resiliency and 2) personal transformation. In keeping with the literature, this study indicates that people can and do develop resiliency characteristics well into adulthood. It also suggests that reflection can be a vehicle for catharsis and personal transformation. / Graduation date: 2003

The purpose of this study was to provide a descriptive account of school counselors' perceptions of helpful and hindering events of their Oregon State University's (OSU) master's level preservice school counselor social advocacy training. Participants as co-researchers in this study engaged in the in-depth interview process, shared perceptions of helpful and hindering events of training, and engaged in collaborative interpretation and data analysis. Co-researchers kept reflective journals during this study. The major findings from this study were that co-researchers' perceptions of helpful and hindering events of training in this program were based on their views of how effective and facilitative this training had proven to be in their experience as activist advocates for students in their professional practice. Co-researchers suggested revisions of the social advocacy training program design and content based on their lived experiences of training and practice as social activist school counselors. / Graduation date: 2001

Thesis (Ph. D.)--University of Utah, 1997. / Includes bibliographical references.

Project (Ed.S.)--James Madison University, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 71-79). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 71-79). Also available on the Internet.